A DETAILED INVESTIGATION INTO ADVANCING NUMERACY

AND LITERACY WITHIN TECHNICAL GRAPHICS AND

MATERIALS TECHNOLOGY (WOOD)

Toms Spellman
G00285291

Submitted for the B.Sc. (Hons) Design and Technology Education

to Galway-Mayo Institute of Technology, Letterfrack

Research Supervisor:

Kevin Maye

Readers:

Kevin Maye & Susan Rodgers

Programme:

B. Sc. (Hons) Design and Technology (Education)

Module Title:

Thesis

Date Submitted:

23rd /April /2015

A DETAILED INVESTIGATION INTO ADVANCING NUMERACY

AND LITERACY WITHIN TECHNICAL GRAPHICS AND
MATERIALS TECHNOLOGY (WOOD)

DECLARATION
I hereby declare that the work undertaken in this thesis is entirely my own.

Signed:

Date:
Toms Spellman

23rd April 2015

ACKNOWLEDGEMENTS
This research project would not have been possible without the support of many
people.
The author would like to sincerely thank Kevin Maye for all of his expert guidance,
support, advice and motivation throughout this research project.
The author would like to express gratitude to all the helpful staff at Galway-Mayo
Institute of Technology and the National University of Ireland, Galway for all their
assistance and guidance throughout this research project.
Finally, the author would like to express gratitude to his family and friends, in
particular Sen Cronin for his endless support and inspiration provided throughout
this research process.
Thank you.

ii

ABSTRACT
The focus on numeracy and literacy has now become a focal point for improvement
in the current Irish post-primary education system. The current Junior Cert reform
outlines that there will be greater focus placed on numeracy and literacy when
introduced.
This thesis questions the application of numeracy and literacy strategies in the
technical subjects of Materials Technology (Wood) and Technical Graphics at Junior
Certificate level and how they can be improved.
The research compiled throughout this thesis examines the current Irish education
system and the literature surrounding theories and practices of numeracy and
literacy. Individualized instruction and its effect on student learning are also
investigated with a strong reference to standardised testing. Furthermore, the
research explores the lack of advancement of numeracy within the technical subjects
due to insufficient supports available at state and school level. Conclusions are made
based upon the research, from which the author makes his recommendations for
improvement.

iii

TABLE OF CONTENTS
Declaration ....................................................................................................................... i
Acknowledgements......................................................................................................... ii
Abstract .......................................................................................................................... iii
Table of Contents ........................................................................................................... iv
Table of Figures...vi
Abbreviations ................................................................................................................ vii
1. Introduction ................................................................................................................ 1
1.1 Statement of Thesis.............................................................................................. 1
1.2 Aims of the Research............................................................................................ 1
1.3 Research Objectives ............................................................................................. 2
1.4 Rationale .............................................................................................................. 2
1.5 Research Methodology ........................................................................................ 3
2 Literature Review ......................................................................................................... 3
2.1 An Overview of Post Primary Education in Ireland .............................................. 3
2.2 The Meaning of Literacy ....................................................................................... 4
2.3 The Meaning of Numeracy ................................................................................. . 5
2.4 The National Strategy to Improve Literacy and Numeracy among Children and
Young People 2011-2020 .................................................................................. 5
2.5 The Correlation between Literacy, Numeracy and Life Success .......................... 6
2.6 Literacy and Numeracy Strategies in Cross Curricular Subjects ........................ 10
2.6.1 Word Walls................................................................................................... 10
2.6.2 Anticipation Guides ...................................................................................... 11
2.6.3 Four Corners ................................................................................................ 11
2.6.4 Word Maps .................................................................................................. 11
2.6.5 Possible Sentences ....................................................................................... 12
iv

2.6.6 K-W-L Chart .................................................................................................. 12

2.6.7 Generating Questions .................................................................................. 13
2.6.8 Brainstorming .............................................................................................. 13
2.5.9 Direct Teaching ............................................................................................ 14
2.6.10 Free Writing ............................................................................................... 14
2.7 Conclusion .......................................................................................................... 14
3 Individualised Learning .............................................................................................. 16
3.1 Defining Individualised Learning Plans .............................................................. 16
3.2 The Impact of Individualized Learning on Student Attainment ......................... 16
3.3 Linking Individualized Learning to Numeracy and Literacy................................ 18
3.4 Constraints of individualized learning ................................................................ 19
3.5 Standardised Tests ............................................................................................. 20
3.5.1 Drumcondra Test ......................................................................................... 21
3.5.2 PISA Repolrt ................................................................................................. 22
3.5.3 Trends in International Mathematics and Science Study (TIMSS)............... 23
3.5.4 Progress in International Reading Literacy Survey (PIRLS) .......................... 24
3.5.5 The Junior Certificate ................................................................................... 25
3.6 Critiques of Standardised Tests .......................................................................... 26
3.6 Conclusion .......................................................................................................... 27
4 Neglecting Numeracy ................................................................................................. 28
4.1

Shortage of Numeracy Strategies in Technical Subjects .............................. 288

4.2

The Promotion of Numeracy at College Level..30

4.3

Numeracy Documentation in Technical Subjects ........................................... 30

4.4

Review of Technical Subjects/Syllabi in the Context of Numeracy ................ 31

4.5

Scope for Numeracy Inclusion in MTW and TG .............................................. 31

4.6

Conclusion....................................................................................................... 33
iv

5 Conclusions & Recommendations ............................................................................. 34

5.1

Introduction .................................................................................................... 34

5.2

Conclusions ..................................................................................................... 34

5.3

Recommendations ................................................................................... .36

Bibliography.....42
Appendices.................................................................................................................... 48
Appendix A - Howard Gardner's Theory of Multiple Intelligences..48
Appendix B - Sample Individual Learning Plan Template...50
Appendix C - Sample Numeracy School Policy52
Appendix D - Literacy & Numeracy Policy for TG and DCG63
Appendix E - Proposed Strategies for Improvement.65
Appendix F - Sample Worksheets Published for Improving Literacy in MTW..70

Table of Figures
Figure 1: Word Wall..10
Figure 2: Word Map..12
Figure 3: KWL Chart..12
Figure 4: Generating Questions Worksheet.13
Figure 5: Brainstorming..13
Figure 6: Howard Gardners Multiple Intelligences.15
Figure 7: Impact of Individualized Learning on Attainment..18
Figure 8: OECD PISA..22
Figure 9: No Numeracy Resources for TG on PDST Resources Page.29
Figure 10: No Numeracy Resources for MTW on PDST Resources Page29

vii

Abbreviations
DCG Design and Communication Graphics
DES Department of Education and Skills
ETBs Education and Training Boards
ILP Individual Learning Plan
IEP Individualised Education Plan
JCSA Junior Cycle Student Award
JCSP Junior Certificate School Programme
MICRA-T Mary Immaculate Reading Attainment Test
MTW Materials Technology Wood
NCCA National Council for Curriculum and Assessment
OECD - Organisation for Economic Cooperation and Development
PIAAC - The Programme for the International Assessment of Adult Competencies
PIRLS Progress in International Reading Literacy Survey
PISA Programme for International Students Assessment
TG Technical Graphics
TIMSS Trends in International Mathematics and Science Study

viii

1. INTRODUCTION
1.1 STATEMENT OF THESIS
The principle research of this thesis examines the importance of literacy and
numeracy within the post primary Irish education system, in particular Materials
Technology Wood (MTW) and Technical Graphics (TG) at Junior Cert level. Ireland
performs below average in literacy and numeracy standards in comparison to
twenty-three other countries that were tested according to studies published by the
OECD and by the Central Statistics Office carried out in 2013. This thesis will focus on
analyzing the trends in literacy and numeracy among Irish students over the past
number of years and aim to create new strategies to implement in classrooms to
advance literacy and numeracy, particularly in Materials Technology Wood and
Technical Graphics.

1.2 AIMS OF THE RESEARCH

This study deliberates upon the importance of literacy and numeracy in the Irish
post-primary education system. The research project aims to identify effective
strategies in teaching and advancing literacy and numeracy, particularly within the
MTW and TG subjects. To achieve this, the researcher will assess the current
literature on the topic and propose advancements in the field.
The main aims of the research are to:

Conduct a detailed investigation on numeracy and literacy in post-primary

Irish education, highlighting its importance with reference to the literature.

Analyse the researched material and compare the key strategies for
improving numeracy and literacy within Technical Graphics and Materials
Technology Wood.

Establish clear teaching strategies for literacy and numeracy which can be
applied in Technical Graphics and Materials Technology Wood.

1.3 RESEARCH OBJECTIVES

The objectives of this thesis are to:

Provide a comprehensive, well researched analysis of literacy and numeracy.

Demonstrate the scope for creative integration of numeracy and literacy in

the technical subjects of Materials Technology Wood and Technical Graphics.

Identify through a literature investigation, how theories incorporating

numeracy and literacy can be employed in a post primary classroom.

Isolate and critique these theories in relation to Technical Graphics and

Materials Technology Wood.

Review the curriculum (syllabi) through the lens of numeracy and literacy

Design and propose new strategies and recommendations building upon my

research to improve literacy and numeracy within Technical Graphics and
Materials Technology Wood.

1.4 RATIONALE
This study is significant due to results of the report carried out in 2013 by the
Organisation for Economic Cooperation and Development (OECD) where Ireland are
shown to be below average on literacy and numeracy skills. Literacy and numeracy
are among the most important life skills that our schools teach. Former Minister of
Education, Ruiar Quinn stated:
Children should not leave school without having mastered these skills (literacy
and numeracy) to the best of their abilities. Literacy and numeracy skills are
crucial to a persons ability to develop fully as an individual, to live a satisfying
and rewarding life and to participate fully in our society. Ensuring that all young
people acquire these skills is one of the greatest contributions that we can make
to achieving social justice and equity in our country (Department of Education
and Skills, 2011, p. 5).
On completion of this thesis, the author aims to make recommendations and devise
strategies that should deliver improved outcomes for numeracy and literacy when
assessed particularly within the technical subjects of MTW and TG.

1.5 RESEARCH METHODOLOGY

Information will be compiled that is relevant and provides a competent understanding of
literacy and numeracy. Before carrying out research, it is helpful to understand the meaning
of research itself. According to Dr. La Jolla at University of California research is defined as a
systematic inquiry that investigates hypotheses, suggests new interpretations of data or
texts, and poses new questions for future research to explore (Jolla, 2014). She also
believes research consists of posing a question that nobody has asked before; doing the
necessary work to find the answer; and communicating the knowledge you have acquired to
a larger audience (Jolla, 2014).
For the purpose of this thesis, extensive secondary research will be carried out on relevant
information relating to literacy and numeracy based on the findings of experts in the area,
and practitioners in schools.

2 LITERATURE REVIEW
2.1 AN OVERVIEW OF POST PRIMARY EDUCATION IN IRELAND
The Post Primary sector in Ireland consists of secondary, vocational, comprehensive and
community schools. Secondary schools are privately owned and managed. Vocational
schools are established by the state and administered by ETBs which stands for Education
and Training Boards. Both community and comprehensive schools are managed by boards
of management of different compositions. (NCCA, 2012)
The Junior Cycle is a three year cycle which is followed by a two or three year cycle,
depending if students take Transition Year (TY) which is optional. Students usually start the
Junior Cycle at the age of twelve or thirteen. The exam for the Junior Certificate is taken
after three years. As outlined by the Department of Education and Science the main
objective of the Junior Cycle is for students to complete a broad and balanced curriculum
and to develop the knowledge and skills that will enable them to proceed to Senior Cycle
education (Department of Education and Skills, 2011). It is important to note that a
new framework for the Junior Cycle has been introduced to make significant changes to the
current Junior Cycle which began in September 2014.

48

The Leaving Certificate is the senior cycle which caters for students aged between fifteen
and eighteen. Transition Year is an option which comes after the Junior Cycle and allows
students the chance to experience a vast range of things such as work experience and other
courses such as occupational first aid and ECDL computer courses. There are no state
examinations during this year which makes it optional for students to do. In the final two
years of Senior Cycle students take one of three programmes, each leading to a State
Examination: the traditional Leaving Certificate, the Leaving Certificate Vocational
Programme (LCVP) or the Leaving Certificate Applied (LCA) (Department of Education and
Skills, 2011).

2.2 THE MEANING OF LITERACY

Literacy is a broad term which is used in a variety of different ways. PISA 2009 defines
reading literacy as understanding, using, reflecting on and engaging with written texts, in
order to achieve ones goals, develop ones knowledge and potential, and participate in
society (PISA, 2009). Similar to this definition, the National Adult Literacy Agency (NALA)
states that literacy involves listening and speaking, reading, writing, numeracy and using
everyday technology to communicate and handle information. But it includes more than the
technical skills of communications: it also has personal, social and economic dimensions.
Literacy increases the opportunity for individuals and communities to reflect on their
situation and explore new possibilities and initiate change (NALA, 2011).
Literacy is certainly an imperative part of everyday life. Hauser (2005, p. 23) states In a
rapidly changing world, literacy is an essential skill, one that helps people thrive individually,
socially, and economically. Literacy is important for all aspects of an individuals life, from
handling personal affairs, to raising children, to engaging in the workforce, to participating
in a democratic society. Reading literacy involves understanding, using and reflecting on
written information in a range of situations including both digital and printed text. It
recognises the ability to use a variety of appropriate strategies when processing texts.
President Barack Obama stated Literacy is the most basic currency of the knowledge
economy were living in today (Obama, 2005).
From this, literacy can also be derived as the way one interprets written information,
digitally or printed, which contributes positively to ones personal life and society.
4

2.3 THE MEANING OF NUMERACY

In a report carried out in the University of Limerick, ODonoghue (2002) states that
surprisingly, the research literature does not contain a universally accepted definition of
numeracy. In fact, Ireland has no explicit official definition of numeracy despite its
widespread currency in official reports and educational documents. Cockroft however,
defines numeracy as the mirror image of literacy. Similar to literacy, it is seen as a
personal attribute that is needed to support the life-long aspirations of an educated person
(Cockroft Committee, 1982). More specifically, numeracy in practice can signify any one of
a number of things including, basic computational arithmetic, essential mathematics, social
mathematics, survival skills for everyday life, quantitative literacy, mathematical literacy,
and an aspect of mathematical power (O'Donoghue, 2002). Numeracy is an immeasurable
topic with many different aspects relating to it. The Programme for the International
Assessment of Adult Competencies (PIAAC) defines numeracy as the ability to access, use,
interpret and communicate mathematical information and ideas, in order to engage in and
manage the mathematical demands of a range of situations in adult life (OECD, 2009). The
OECD's Program for the International Assessment of Adult Competencies (PIAAC) is a major
new international survey of adult skills. 24 countries, including Ireland, took part in the
survey.
From this research, numeracy can be derived as the use of mathematics and numbers,
which can be represented in multiple ways to positively contribute to ones personal life and
society.

2.4 THE NATIONAL STRATEGY TO IMPROVE LITERACY AND NUMERACY AMONG CHILDREN
AND YOUNG PEOPLE 2011-2020
In 2011, the Minister for Education and Skills, Ruiar Quinn published Literacy and Numeracy
Learning and Life which was a strategic plan to improve literacy and numeracy among
children and young people in Ireland. This came after a national draft plan to improve
literacy and numeracy in schools in November of 2010.
The Programme for Government makes clear that the government is determined that all
young people will leave school able to read, communicate orally, in writing and in digital
media, and able to understand and use mathematics in their everyday lives and in further
learning. The document sets out how we will work to achieve these crucially important goals
5

over the period to 2020 (Department of Education and Skills, 2011). The document is a plan
for how the nation aims to improve the teaching and learning of literacy and numeracy. It
sets out a comprehensive set of targets and actions covering the teaching, learning and
assessment of literacy and numeracy from early childhood to the end of schooling.
The ambitious targets set by the strategic plan means that the government will have to reprioritise finances to ensure the best outcomes are achieved from already existing financial
and human resources. Significant changes to areas such as the curriculum in primary and
post-primary schools, teachers professional development, the assessment of literacy and
numeracy, the work of school management, board of management and the department
bout the progress of students (Department of Education and Skills, 2011).
The targets of the strategy include:
1. Improve our attitudes to literacy and numeracy.
2. Improve outcomes at early childhood level.
3. Improve outcomes at primary school level.
4. Improve outcomes at post-primary level.

The strategy includes actions to support parents and communities, teacher education,
school leadership, content of the curriculum, learners with additional needs and assessing
and reporting on students progress in literacy and numeracy.
In Ireland, the Programme for Government makes literacy a national priority. It makes clear
that the Government is determined that all young people will leave school able to read,
communicate orally, in writing and in digital media in their everyday lives and in further
learning.

2.5 THE CORRELATION BETWEEN LITERACY, NUMERACY AND LIFE SUCCESS

There are mixed findings relating to literacy, numeracy and the attainment of life success.
However, research mainly shows that effectively, poor literacy and numeracy skills lead to a
lesser quality of life in comparison to a literate person. The National Literacy Trust (2008)
gives a comprehensive account that literacy has a significantly important relationship with a
persons happiness and success. It focuses on the relationship between literacy and five
6

areas of a person's life: aspirations, family life, economic well-being, health and
civic/cultural engagement. It indicates the dangers of poor literacy and also the benefits of
improving literacy for the individual, the community, the workforce and the nation.
Its findings show that an individual with poor literacy is more likely to live in a non-working
household, is less likely to have children, more likely to live in overcrowded housing, less
likely to vote. This is in comparison to a person with improved literacy who is less likely to be
on state benefits, more likely to own their own home, more likely to use a computer at work
and becomes more involved in democratic processes. The profile of a literate family show
that they are more likely to own their own home, more likely to live in a working household
and less likely to experience a divorce. It found that in a literate community, members are
far more likely to trust people, are far more likely to participate in activities of the
community and the community is also perceived to be safer. Findings from the profile of a
literate nation show that there would be less smoking and drinking, and better mental
health. There would also be a better skilled and more flexible workforce as well as people
being more likely to vote (Dugdale, 2008, pp. 5-8).
This extensive data is primarily based on findings in the United Kingdom; however It may be
assumed that these results would be similar in Ireland, if not worse given the fact that
Irelands literacy standards are rated below average for literacy and numeracy standards
(and the UK) in the OECD report carried out by the Central Statistics office in 2013.
One aspect of the research document that was not addressed was the possible relationship
between criminal behaviour and literacy and numeracy. It is a common perception that low
literacy and numeracy skills are related to unemployment, a lack of aspirations, poor
physical and mental health which may lead to crime. For this reason, it is believed that
literacy and numeracy are key parts of any crime prevention strategy.
In a report by the National Literacy Trust (2008, p. 6) it was found that 60% of the prison
population in the United Kingdom is said to have difficulties in basic literacy skills. These
were findings based on results from prisoners who took a literacy test devised by the Basic
Skills Agency. The assessment is set at a standard of a 9 and 10 year old child and results
show 60% had difficulty with literacy, and 40% had severe literacy difficulties. Similar to
7

these findings, 80% of prisoners have problems with writing skills that are below the
expected standard of an 11 year old child and 50% of them are below the expected standard
of an 11 year old with reading (Clark, C. and Dugdale, G., 2008, p. 6). Similarly in Ireland, the
Prison Adult Literacy Survey carried out in the Republic of Ireland found that 40% of
offenders had left school at age 14 or younger (Institute of Public Health in Ireland, 2008, p.
12).
These findings are in stark contrast to an Australian study which found that most offenders
have at least basic literacy skills and are likely to be no worse than non-offending people
from similar socio-economic backgrounds (Wheldall, 2004). Similarly, the Prison Reading
Survey in the United Kingdom found that there was not much evidence for the belief that
offenders are less literate than other members of the general population. They found that
offenders matched or exceeded the results of non offenders in the general population (Rice,
1998).
Research shows mixed results. According to Ellis (2004), in America, low literacy levels are
strongly related to crime and unemployment as 70% of prisoners fall into the lowest two
levels of reading proficiency and more than 20% of adults read as or below a fifth grade
level far below the level needed to earn a living wage . Additionally, more than 60
percent of all prison inmates are functionally illiterate. The Department of Justice states,
"The link between academic failure and delinquency, violence, and crime is welded to
reading failure. Over 70% of inmates in America's prisons cannot read above a fourth grade
level (Nevada Department of Corrections, 2012). Interestingly, in California, if the child
isnt reading on 4th grade level when tested they will plan to budget building another jail
cell (Ellis, 2004). These findings clearly indicate the importance of literacy and it is
therefore imperative to ones life success.
So far, there has been little reference to the correlation of life success and numeracy. This
may be because the effects of poor numeracy are often less obvious in comparison to poor
literacy. However, there is still evidence which suggests that low levels of numeracy can
have negative impacts on peoples lives, and society. According to the National Numeracy

Association in the United Kingdom there are many associated issues with poor numeracy.
They have found that:

People with poor numeracy levels are more than twice as likely to be unemployed as
those with high levels of numeracy.

Pupils starting secondary school are twice as likely to be excluded as that of a

student with good numeracy skills.

A quarter of young offenders have a numeracy level below that expected of a sevenyear-old, and 65% of adult offenders have numeracy levels below the skills expected
of an 11-year-old.
(National Numeracy, 2014, p. 12)

Other sources (Parsons, 1997) show that the correlation between poor numeracy skills and
employability has been researched by the Basic Skills Agency. It concludes that poor
numeracy skills significantly impact negatively on adults lives and particularly hinders ones
prospects for employment and chances in the labour market. Similarly, the Junior Certificate
School Programme (2007, p. 1) state that the development of numeracy skills and
competencies is "fundamental to children's wider mathematical development" and is
central to the children's life outside of school and to the success with which they engage
with education in later life".
Health literacy has been defined as the degree to which individuals have the capacity to
obtain, process, and understand basic health information and services needed to make
appropriate health decisions (Institute of Public Health in Ireland, 2008). There is sufficient
evidence which shows that people who achieve higher levels of education including literacy
and numeracy are more likely to adopt healthy behaviours such as sports and exercise
which was conducted in Ireland. Findings have shown that literate people provide enhanced
chances of finding well paid employment, with positive impacts for the persons general
health and community. Additionally, the likelihood of developing knowledge, attitudes and
behaviours conducive to good health are greater when an individual is literate. (Institute of
Public Health in Ireland, 2008, p. 25)
9

Conclusively, this research leads us to believe that both literacy and numeracy has an
enormous role to play on the success and well being of an individual. Most of the research
carried out in this section indicates that there are predominantly poor levels of literacy and
numeracy in prisons, which suggests that illiterate people regularly resort to crime as it is
the biggest socio-economic factor that prison inmates have in common.
In addition, poor literacy and numeracy affects a persons ability to succeed in their work.
This can ultimately effect the economic growth of a country. Improving national skills should
be emphasised to increase productivity and the growth of the economy.
On a more personal note, individuals struggling with numeracy and literacy may be
embarrassed which can affect ones confidence and self-esteem which are not good for their
personal health. An Irish study of people categorised as obese found that those with lower
literacy levels were less likely to believe they needed to lose weight or that to do so would
be a health benefit (Institute of Public Health in Ireland, 2008).They may fail to manage their
money or even find it difficult to help their children with their homework. Therefore,
increased literacy and numeracy skills should be seen as effective intervention to reduce
crime and improve social cohesion.

2.6 LITERACY AND NUMERACY STRATEGIES IN CROSS CURRICULAR SUBJECTS

There are a vast number of strategies that can be implemented in cross curricular subjects
to advance students literacy and numeracy skills. This section overviews a number of
strategies that can be implemented into almost any subject lesson, including Materials
Technology Wood and Technical Graphics. The following are sample strategies or exercises
that can be used.
2.6.1 WORD WALLS
Word walls are used to identify new vocabulary and
their meanings during a lesson. They help students
make connections and see patterns in words which can
improve students spelling skills. They also provide
children with a reference support during reading and
writing. It consists of a part of the class wall dedicated to

Figure 1: Word Wall

Source:http://www.wikkistix.com/
10
educational-resources/word-wall/

new words and vocabulary where they are visible to every student. Teachers and students
can converse to determine if a new word should be put on the wall. It should be used daily
and referred to throughout a lesson. An example of a word wall can be seen above in figure
1 (WETA, 2001).
2.6.2 ANTICIPATION GUIDES
Anticipation Guides are a series of statements where students are given the opportunity to
agree or disagree with the given statement. The teacher then carries out the activity with
the class. This could be a reading exercise, research exercise or an experiment for example.
After the class activity, students refer to their anticipation guide to see if they are still in
agreement or disagreement with the initial statements. Often their opinions can change.
This is a useful literacy exercise as it can identify a problem to be solved. It also allows
students to activate students prior knowledge before moving onto new knowledge similar
to Jerome Bruners spiral curriculum. The Spiral Curriculum is a cognitive theory advanced
by Jerome Bruner who stated, We begin with the hypothesis that any subject can be taught
in some intellectually honest form to any child at any stage of development Invalid source
specified.. Effectively, even the most complex content, if organized and structured properly,
can be understood by very young students. It also allows for students to engage in the
problem and offers a discussion based lesson as well as allowing for an assessment for their
learning (WETA, 2001).
2.6.3 FOUR CORNERS
This is an active game for students where they are given a question either orally or on the
board. They are then given ten seconds to go to one of the four corners of the rooms where
one of the corners will represent the correct answer. This is more so related to oracy which
is strongly linked to literacy. This strategy allows a problem to e solved while engaging
students and allowing for group discussions and learning to take place. As we know, when
children make personal links and connections with an idea they are more likely to recall
what they have learned (WETA, 2001).
2.6.4 WORD MAPS
Word maps are useful as they help students to have a deep understanding of a new word. It
allows students to develop a definition, synonyms, its use in a sentence and even a picture
or sketch depending on the particular word. Word maps are useful as they help students to
11

think about the new term in many different

ways. It also builds upon the students prior
knowledge like Jerome Bruners Spiral
Curriculum and acts as a good method of
revision also. Word maps can be used with
individuals, small group and entire classes.

Figure 2: Word Map

An example of a word map can be seen in

Source:http://image.slidesharecdn.com/vocabulary
wordmap2-120308190043phpapp01/95/vocabularyword-map-2-1-728.jpg?cb=1331259548

figure 2 (WETA, 2001).

2.6.5 POSSIBLE SENTENCES

This is an exercise used before reading a piece of text. Students are provided with a list of
new vocabulary words from the text they are about to read and asked to construct a
meaningful sentence incorporating these words. After reading, the students will revisit their
sentences to see if they were correct in what they wrote. This is a helpful strategy for
literacy as it engages in students previous knowledge and makes the child curious about
their reading (WETA, 2001).
2.6.6 K-W-L CHART
K-W-L stands for what the students Know, what they Want to know and what they have
Learned. Students use this chart in order to recall their previous knowledge on the topic,
outline what they want to learn for the lesson and record what they have learned at the end
of the class. Again, this is a useful method for
building on previous knowledge like Bruners spiral
curriculum. This visual organiser should outline the
learning outcome for the lesson and after its
completion students are given the chance to share
their opinions, questions and answers. A class
discussion could be had to support the KWL chart. A
sample K-W-L chart can be seen in figure 3 (Toronto
District School Board, 2001, p. 3).

Figure 3: KWL Chart

Source:http://notebookingfairy.com/201
1/03/k-w-l-graphic-organizer-printable/

12

2.6.7 GENERATING QUESTIONS

Direct Before reading a piece of text, students are ask to scan the reading quickly and
generate questions that can be helpful to extract key points from the piece. Alternatively,
students may also be asked to generate
questions without reading the topic. This
can help students to speed-read a passage
of text to obtain an idea of its content.
Students may work in pairs for this exercise
and the use of a graphic organiser may also
be helpful to record their questions before
reading and then once it has been read their
questions can be revisited and answered. In
figure 4 a sample graphic organiser can be
seen where the questions and answers are
formed (Toronto District School Board, 2001,
pp. 6-7).

Figure 4: Generating Questions Worksheet

Source: http://english-curriculum830.wikispaces.com/file/view/CrossCurricularLiter
acyResource.pdf

2.6.8 BRAINSTORMING
Students generate as much information and ideas as possible in a short period of time. This
links students with previous knowledge and can be done individually or in groups. The
teacher can first introduce the topic of brainstorming by defining it and identifying how to
do it. A time limit can be placed to create a
sense of urgency to the exercise. Ideas and
contributions

should

be

recorded

in

notebooks or on the class board. A simple

spider diagram could be used to illustrate the
class ideas. Brainstorming is often helpful
when introducing a new topic to the class. An
example of brainstorming can be seen in

Figure 5: Brainstorming

figure 5. (Toronto District School Board,

2001, p. 8).

Source:https://cramlingtonmuse.files.wordpress.co
m/2012/03/model-spider-diagram.png

13

2.5.9 DIRECT TEACHING

Before students read a piece of text, the teacher clearly explains the new vocabulary and
concepts of the reading. A mini-lesson is provided on the key learnings from the passage.
Small groups can be formed for this exercise and a group discussion could be used for a
deeper understanding of the text. The advantages of direct teaching are it focuses on the
relevant vocabulary of the passage and can allow children to take notes throughout. The
teacher can provide students with hints about the topic content as well as building up a
sense of curiosity in the student for the text (Toronto District School Board, 2001, p. 10).
2.6.10 FREE WRITING
Free writing explores the students prior knowledge of a topic. It engages them and lets
them anticipate what the text is about. Students must write quickly and get as much
information as possible on the topic written down before the given time is elapsed. Similar
to brainstorming, however instead of writing words or terms that come to mind, students
are asked to construct meaningful sentences. The free writing is then read to get an
understanding of the students prior knowledge and ideas that were explored during the
exercise. After the reading of the text, the free writing can be revisited to compare first
thoughts with the post reading analysis (Toronto District School Board, 2001, p. 13).

2.7 CONCLUSION
There are numerous different strategies that can be implemented in cross curricular
subjects that can support literacy and numeracy. The strategies mentioned in this section
are just some examples of recommended approaches that can be taken or adapted to suit a
particular classroom. They are by no means proven to benefit every child in the classroom
given the fact that there are many types of variables in any classroom, such as age, gender,
differentiation, multiculturalism, learning styles and intelligences and as a result it is
challenging to cater for each students individual needs. Therefore, further research will be
conducted in this thesis to explore the area of individualised learning plans and how it can
be linked to the students prominent intelligences and working towards strategies specific to
these students that can enhance the levels of childrens literacy and numeracy skills.

14

The strategies outlined in this chapter are

generic examples that promote the skills of
literacy and numeracy but the results of
implementation will vary significantly based
on the mixed abilities of the specific class.
Howard

Gardners

theory

of

multiple

intelligences agrees with the notion of

different learning styles in a class as he
believes that teachers shouldnt follow one
specific

educational

teaching,

but

employ

innovation
customized

when
aims

appropriate to their teaching and learning

needs of the students (Northern Illinois
University, 2011, p. 2). A student with high

Figure 6: Howard Gardners Multiple

Intelligences
Source:http://educ732.courseblock.com/wp
content/uploads/2011/05/multiple_intellige
nces.jpg

levels of linguistic intelligence according to Gardners theory, who is competent with written
and spoken words and has a high level of understanding with the relationship between
communication and meaning, is likely to engage more in literacy exercises than that of a
student with a strong musical intelligence for example. The same can be implied for that of
a student with a logical-mathematical intelligence for numeracy exercises. Conclusively, the
strategies listed above are a sufficient starting point to help integrate literacy into a lesson.
However, the identification of students prominent intelligences can lead educators directly
specific learning to areas where the child is having difficulty. This is an example of
individualised learning which is commonly used in several countries across the world.
It can also be seen from the literature review chapter that there are several different
strategies that can be implemented in cross curricular subjects that can support literacy and
numeracy. However, the literature review and informal discussions with practicing teachers
highlighted that there are many policy documents (at both DES and school level) but a
shortage of strategies, exercises and resources available specifically to technical graphics or
materials technology wood and other technical subjects. Following on from this, a further
investigation will be carried out into advancing numeracy strategies, exercises and

15

worksheets within the technical subjects of Materials Technology Wood and Technical
Graphics.

3 INDIVIDUALISED LEARNING
3.1 DEFINING INDIVIDUALISED LEARNING PLANS
There are several different definitions of individualised learning plans. According to the
School District of Philadelphia, Individual Learning Plans (ILPs) are personalized documents
or goals for students developed with their teachers to outline and record their progress
toward their goals during each school year (The School District of Philidelphia, 2010).
Furthermore, the Quality and Improvement Agency in the United Kingdom describe ILPs as a
personalized plan for students that are at the heart of assessment, learning, support and
achievement. It helps the learner to become an active, motivated partner in learning (The
Quality Improvement Agency, 2008, p. 2). Similarly, ILPs are defined as a plan on a superior
level it focuses on the individual learner, not a class, course or group. The purpose of the
ILP is to specify specific goals and learning objectives for a learner for a specific period
(2015, p. 2). Individualized instruction is outlined in an ILP. But the process of individualized
learning is a method of instruction in which there is one-to-one teaching and self-paced
learning based on an outline of progressive goals leading to the course/curriculum
objectives (New York State Education Department, 2009). From this, Individualized
Learning Plans can be described as goals developed by teachers for individual students to
progress their learning over a set period of time. In order for an ILP to be successful, the
teacher must understand the student, set personal goals for the student, plan and
implement a program to reach their goals, and monitor and review the student to help him
or her achieve their target.

3.2 THE IMPACT OF INDIVIDUALIZED LEARNING ON STUDENT ATTAINMENT

In many countries ILPs are regarded as an extremely important learning tool for student
growth and development. In a document from the English Department of Children, Schools
and families (2008, p. 6) it states personalized learning will look different in every school,
but certain factors of the approach will remain consistent. It can therefore be noted that
not all practicing countries implement individualized learning in the same way. Finland is
16

one of the highest ranked countries for learning according to PISA reports 2009 and 2012 in
maths, science and reading. Individualized learning plans are commonly used in Finland
where great emphasis is placed on individual early detection of any difficulties or problems
that students may have.
The basic education system in Finland is the same for everyone. Each child is supported
individually and the earliest possible assistance is given to students to help prevent
problems arising. The type of assistance is broken into three categories; general, intensified
and special support. According to the Finnish National Board of Education Intensified and
special supports are based on careful assessment and long-span planning in multiprofessional teams and on individual learning plans for pupils (Finnish National Board of
Education , 2015). If the child still needs extra help after general support, a learning plan will
be drawn up for intensified learning support for that child. In the event that intensified
learning support is not enough, information provided by teachers and the school make a
decision for special support for the child, where an individual education plan is made for the
child (Finnish National Board of Education , 2015). This plan is assigned by the special
education teacher who provides assistance and helps to identify students who are having
difficulty. Special education plans are well thought out and must set out details of the
qualification to be completed, the requirements observed and support measures provided
for the student (Finnish Education in a Nutshell, 2012, p. 9).
According to Pasi Sahlberg, Director General in the Centre for International Mobility and
Cooperation describes the Finnish education system which;
Enabled schools to learn from one another, and thus make best practices universal
by adopting innovative approached to organize schooling. It also encouraged
teachers and schools to continue to expand their repertoires of teaching methods,
and to individualize teaching in order to meet the needs of all students. As a result,
Finnish education today offers a compelling model because of its high quality and
equitable student learning (Sahlberg, 2012, p. 23).
It is important to note, that Individualised Learning Plans are successful in Finland, given its
culture and other aspects of its countries make up. It does not suggest that this approach to
learning will be successful for every country, namely Ireland. There are many factors relating
to a countries educational success and therefore one counties approach may not work in
another country. Sahlberg states that in Finland complimentary school lunches,
17

comprehensive welfare services, and early support to those in need have been made
available to all children in all Finnish schools free of charge. Every child has, by law, a right
to these welfare services in his or her school. Therefore, attempts to explain the success of
the education system in Finland should be put in the wider context and seen as a part of the
overall function of democratic civil society (Sahlberg, 2012, p. 21).
Individualized learning is also commonly used in the United Kingdom. A document from the
national archives records the level of improvement from the use of individualized learning.
The results can be seen below:
What impact have the initiatives you have introduced had on raising standards in pupil
attainment?

Figure 7: Impact of Individualized Learning on Attainment, Adopted from: (Brown, 2007, p.

20)

3.3 LINKING INDIVIDUALIZED LEARNING TO NUMERACY AND LITERACY

Individualized learning can be closely linked with literacy and numeracy. A student
struggling with numeracy for example, can be given an individual learning plan which would
focus the child on improving their numerical skills. Students improve on their weaknesses as
well as allowing learners to keep track of goals, expectations and gain knowledge of own
18

learning. Learners get a better overview of their own goals, learning and progress (2015, p.
3).
Rhode Island Department of Education, in America is an example where Personal Literacy
Plans (PLPs) are used. PLPs outline the plans for a teacher to use to bring a student to
reading proficiency. According to the official website it is used to accelerate a students
learning in order to move toward grade level reading proficiency. A problem-solving
approach is used to develop this plan in order to determine specific needs, establish shortterm student goals, and set the course of action (Rhode Island Department of Education,
2015). Notably there is no personal numeracy plan similar to this for Rhode Island
Department of Education.
Linking personalized learning with numeracy and literacy can be carried out although it is a
perception to be extra work and time-consuming. Individualized learning can be
implemented to advance literacy and numeracy skills of a student. However, some form of
assessment should be carried out prior to the individualized instruction in order to measure
the childs level of literate and numerate efficiency. A standardised test is relevant to base
the individualized learning on. Section 3.5 will explore standardised tests further and its
relationship with numeracy and literacy, and individualized learning.

3.4 CONSTRAINTS OF INDIVIDUALIZED LEARNING

There are several different constraints which inhibit the development of personalized
learning approaches. For example, there is no doubt that it would be much more time
consuming for teachers to devise individual learning plans for each student in a class rather
than one whole class plan. Additionally, individual time spent with one student may be of
benefit to that child, but the time lost with the other students cannot be replaced (Stiller,
2012). Similarly, in accordance with the New York State Education Department In order to
properly monitor students progress, additional record-keeping is necessary; student
progress charts are a necessity and must be kept up to date and reviewed by the teacher
(New York State Education Department, 2009).

Additionally, some students may rely too much on individualized learning instructions from
their teacher. This could cause the student to rely too much on the teachers guidance and
19

therefore they would be unable to make conclusive decisions for themselves. Also, if a
teacher was to give individualised instruction for one year and not the following year, high
achievers can be left reviewing information, or bored which can then cause behaviour issues
(Stiller, 2012).

It is important to note that not all students will benefit from individualized instruction
compared to a collaborative learning environment. Every student is different with their own
specific needs as outlined by Howard Gardners multiple intelligences in chapter two. Some
students need greater interaction with the classmates than is available. Students with low
reading ability may have difficulty progressing through materials which are presented
primarily in writing (New York State Education Department, 2009). In addition,
personalized learning may also be seen as a way of addressing special needs which could
allow the student to feel inadequate and different (J. Sebba, 2007, p. 63). This could in turn
have a negative impact on the child affecting his or her self confidence and self esteem.

Given the current issue of the new Junior Cycle Reform in Ireland at present, a system of
individualized learning would more than likely be troublesome to implement. Other
constraints such as funding/budgets, testing, lack of space and lack of flexibility are more
difficulties which would have a negative effect on the implementation of individualized
learning in Ireland. The act of having to work to a prescribed curriculum (where the syllabus
must be covered) means teachers do not have the luxury individualize their learning
techniques for students. The question arises if it is it possible to teach to the exam while
also creating an ILP for each student. Some form of assessment should also be carried out
prior to the individualized instruction in order to measure the childs level of literate and
numerate efficiency. A standardised test is relevant to base the individualized learning on.
Section 3.5 will explore standardised tests further and its relationship with numeracy and
literacy, and individualized learning. A closer investigation into standardised tests is needed
to formulate an educated view.

3.5 STANDARDISED TESTS

According to the National Council for Curriculum and Assessment (2005, p. 2), A
standardised test is an instrument of assessment that contains standardised procedures for
20

its administration and scoring and for the interpretation of its results. In practice, the term
standardised test is most often applied to assessment instruments that contain objectively
scored items that are produced commercially by a test agency and that are normreferenced. Effectively, the role of standardised tests is to measure a persons level of
understanding of a topic which the results can be compared to other test takers. They are
commonly used on a national and international basis an example of which is the PISA
report. There are five different types of standardised test explored in the following
paragraphs. Research reveals that between primary and post-primary, there are many
varieties of standardised tests assessing factors such as reading, maths and science used in
Irish Schools. The tests explored below are very common and well known; however it must
be noted that not all standardised tests in Ireland are mentioned in this section.
Standardised tests in Ireland can be linked to individualized learning in that they are used
to identify pupils with learning difficulties at the earliest possible stage so that appropriate
support and intervention can be put in place. Standardised tests do not indicate the nature
of learning difficult; they are used to flag potential difficulties and prompt further
assessment (National Council for Curriculum and Assessment, 2005, p. 3). Similar to the
early intervention strategy used in Finland, standardised tests are aimed at identifying areas
of difficulty for student learning.
It is then the schools responsibility to apply individualized learning strategies to enhance
the childs ability. The Irish Junior Certificate School Program document on Resources in
Developing a School-Wide Literacy Plan (2008, p. 3) states that while students with a
reading age below 8 are usually offered individualized programs by the learning support
teachers, those with a reading age between 8 - 10, to whom learning support resources
cannot usually stretch, respond very well to a school-wide approach. The information from a
standardised test often indicates each childs stage of development which determines the
starting point for individualized tutoring and provides the baseline against which progress is
measured.
3.5.1 DRUMCONDRA TEST
The Department of Education and Skills have outlined that starting from the 2011-2012
school year, it is a requirement for schools to assess pupils mathematics and reading, using
21

standardised tests such as the Drumcondra Primary Reading and Mathematics Test-Revised
(DPMT-R) in second, fourth and sixth class annually (Educational research Centre, 2010).
The test itself consists of multiple choice and short written answers to questions. The
advantage of this standardised test is that it allows a comparison between the score of an
individual student and that of the national average score. The results of these standardised
tests can be accounted by means of Raw Scores, Standard Scores, Sten Scores, or Percentile
Ranks. The goal of the Drumcondra test is to identify an estimate of the childs reading and
mathematical ability. According to the Educational Research Centre (2010, p. 3) it is an
estimate of their reading and mathematical ability rather than a precise measure. If a child is
too young for the test, then it is more difficult to achieve an accurate result as the childs
literacy and numeracy skills are still developing. As a result, the tests are not given to
students until they have reached second class as they need to be given the opportunity to
improve their reading ability. The tests may also be inaccurate due to the childs emotional
or physical state and other conditions that could hinder the childs performance on the test
(Shiel, 2010).
3.5.2 PISA REPORT
The Programme for International Student Assessment
(PISA) is an international survey carried out amongst
fifteen year old students testing their knowledge in
reading, science and maths every three years. PISA is
coordinated by the Organization for Economic
Cooperation and Development (OECD)

and is

conducted in the United States by NCES. The tests

assess the extent students can apply their knowledge
to real-life situations and be equipped for full
participation in society which is not directly related to
the school curriculum. The information collected
through background questionnaires also provide

Figure 8: OECD PISA

Source: http://www.ies-deipm.net/wpcontent/uploads/2014/03/oecdPISA.png

context which can help analysts interpret the results.

22

The benefit of countries and economies participating in successive surveys can compare
their students' performance over time and assess the impact of education policy decisions
(OECD, 2015).
In each cycle of PISA, there is always one main focus or domain which changes every year.
The other domains assessed become minor focuses with less emphasis on them.
Occasionally, addi onal domains are assessed. For example, creative problem solving was a
minor domain in 2012 (Educational Research Centre, 2015). The test itself is two hours in
duration including multiple choice questions and longer written answers. In accordance with
the test, students fill out a survey outlining their learning habits and personal backgrounds
while the school directors answer a questionnaire on other aspects specific to the school
itself. PISA emphasizes functional skills that students have acquired as they near the end of
compulsory schooling.
PISA 2015 will assess students' knowledge on maths, reading, and science in over 70
countries across the world. Science is the major subject area in 2015, as it was in 2006. PISA
2015 will also include a collaborative problem solving assessment and an optional financial
literacy assessment unlike previous years (National Centre for Education Statistics, 2015).
Subsequently it can be noted that constant advancement, changes and improvements are
being made to obtain the most useful and accurate PISA test to date.
3.5.3 TRENDS IN INTERNATIONAL MATHEMATICS AND SCIENCE STUDY (TIMSS)
First carried out in 1995, the TIMSS is a study of maths and science at primary and postprimary level. It is carried out with fourth class pupils and second year pupils every four
years (Education Research Centre, 2015). The study itself assesses the mathematical and
scientific skills of pupils in Fourth grade and/or Eighth grade (equivalent to Fourth class and
Second Year in Ireland) (Clerkins, 2013). In addition, Clerkins (2013, p. 2) states more
specifically that TIMSS assesses
Two organizing dimensions: content (the subject matter to be assessed) and
cognition (the thinking processes expected of pupils as they engage with the
content). For both domains (mathematics and science), cognition is divided into
three processes: Knowing, Applying, and Reasoning. Content varies by domain, as
the subject matter of the assessment is domain-specific (Clerkins, 2013, p. 2).

23

The study is governed by the International Association for the Evaluation of Educational
Achievement (IEA) which is an independent, international cooperative of national research
institutions and governmental research agencies. It is led by the IEA International Study
Centre located in Boston College, United States. In Ireland, the Educational Research Centre
deals with TIMSS on behalf of the Department of Education and Skills (Education Research
Centre, 2015).
Similar to other standardised tests, it records the progress of maths and science on an
international level over a set period of time. The benefit of this is that nations can compare
to the results of other countries and gauge the student understanding and trends of the test
every four years. Generally, the countries participating in TIMSS explore educational issues
such as monitoring system-level achievement trends in a global context, establishing
achievement goals and standards for educational improvement, stimulating curriculum
reform, improving teaching and learning through research and analysis of the data,
conducting related studies (e.g. monitoring equity or assessing students in additional
grades), and training researchers and teachers in assessment and evaluation (International
Study Centre, 2011, p. 1).
3.5.4 PROGRESS IN INTERNATIONAL READING LITERACY SURVEY (PIRLS)
According to the International Study Centre (2014), the International Association for the
Evaluation of Educational Achievement (IEA) states that developing reading and literacy is
vital to every students growth and maturation. The IEA has carried out regular international
assessments of reading and literacy and the factors associated with its acquisition in
countries all over the world. For the past 15 years PIRLS (Progress in International Reading
Literacy Study) has measured trends in reading comprehension for nine and ten year olds
(4th class pupils). First assessed in 2001, PIRLS has been on a regular 5-year cycle since then.
Most recently, PIRLS was expanded in 2011 to include prePIRLS, which is a less difficult
version of PIRLS (International Study Centre, 2011, p. 1). It assesses students reading and
how they acquire written information. The data collected from the PIRLS assessment is
often used as a method of updating curriculum and textbooks as well as improving
classroom tutoring through teacher training programs. Similar to the TIMMS assessment,
PIRLS effectively measures and thereby aims to improve reading and learning outcomes for
young students worldwide (International Study Centre, 2014, p. 9).
24

3.5.5 THE JUNIOR CERTIFICATE

As outlined previously a standardised test is an instrument of assessment that contains
standardised procedures for its administration and scoring and for the interpretation of its
results. In practice, the term standardised test is most often applied to assessment
instruments that contain objectively scored items that are produced commercially by a test
agency and that are norm-referenced (National Council for Curriculum and Assessment,
2005, p. 2). Therefore, the Junior Certificate and Leaving Certificate are perceived as being
standardised tests. As this thesis explores the technical junior cert subjects of Materials
Technology Wood and Technical Graphics, the Junior Cert will be included and explored
further in this section.
The Junior Certificate is an examination in Ireland awarded by the Department of Education
and Skills. It is currently taken after three years of study and examines between nine and
thirteen different subject areas. Students aged between twelve and fifteen usually sit this
exam. According to the National Council for Curriculum and Assessment, the aims and
intended outcomes of the junior cycle emphasize the importance of students experiencing
a broad, balanced and coherent program of study across a wide range of curriculum areas in
order to prepare them for transition to senior cycle education. This is achieved by ensuring
that students encounter an educational program that covers a number of areas of
experience (NCCA, 2015). There is a standardised test for each subject including English,
maths, materials technology wood, and technical graphics. The problem with this is that
students can rote learn for the exam and therefore it becomes a memory test (a common
problem among many standardised tests e.g. The MICRA Test). The proposal by the
Department of Education and Skills to implement a new junior cycle where students have a
greater connection with the learning is currently under discussion. In a recent newspaper
article by the Irish Independent it is stated that The ASTI (Association for Secondary
Teachers Ireland) and TUI (Teachers Union Ireland) believe that substantial change,
clarification and negotiation on the draft document are required before agreement is
possible (The Irish Independent, 2015). Debates are currently on-going between the DES
and teachers to try and reach an agreement as there are advantages and disadvantages of
both however there has not yet been a conclusive agreement.

25

3.6 CRITIQUES OF STANDARDISED TESTS

There is no doubt that standardised tests can be a very valuable resource in education.
However, there are concerns relating to standardised tests which should be taken into
consideration. The Drumcondra test, PISA, TIMMS and PIRLS and the Junior Certificate are
all standardised tests carried out in Ireland that include the assessment of reading and/or
maths. While reading and maths are extremely important, it can give students the
perception that the subjects of English and maths are significantly more important than
other subjects as they are given more time in comparison to other subjects. Similar to this
perspective, the director of school standards in the United Kingdom makes the point that
we must continue to emphasize the importance of English and maths, but we should not
do that at the expense of other subjects (Paton, 2014).
Additionally, the measure of creativity and the ability to problem solve is rarely assessed in
standardised tests. Questions are commonly presented in a multiple choice format namely
PISA and the Drumcondra test which often results in students guessing the answers. When
students are presented with multiple choice questions, this rarely evokes critical thinking or
problem solving skills. This perception is in agreement with Queens College mathematics
professor Banesh Hoffman. He stated test takers who are strong-minded, nonconformist,
unusual, original, or creative are forced to suppress their impulses to conform to the norms
established by the testers. He also stated that standardised tests penalize depth, subtlety,
and critical acumen and disadvantage intellectually honest candidates with subtle,
probing, critical, or creative minds (Powers, 2004).
The Irish education system currently requires students to rote learn and memorize
information for the Junior Certificate examination. The examination is relatively predictable
with the same core topics assessed each year in some subjects, and therefore is an example
of where information is regurgitated by students. In an Irish Times article after last years
geography exam, it stated It was a good morning for Junior Cert students, particularly the
geography buffs who would have done well in a very predictable higher level paper (The
Irish Times, 2014). As a result, teachers often narrow down the curriculum to the confines of
the test which inhibit students from learning a broader range of topics and issues.

26

Consequently an inaccurate reading of the students true learning occurs and learning
becomes more specific to the exam rather than the individual.

3.7 CONCLUSION
Individualized learning undoubtedly has its advantages and disadvantages. When it is
successfully put into practice, the correct implementation of individualized learning can
have significantly positive effects on the education of a given child and allow them to obtain
a greater focus and connection in their learning. Such results can be seen in cases across
Finland and the United Kingdom at post primary level. It is imperative to note that
individualised learning is more successful in some cultures than others. It does not suggest
that the same success will occur in countries with different education systems in place. Pasi
Sahlberg agrees with this outlook: I want nobody here in the room to leave thinking that
Finland has the best education system in the world, thats an illusion that has been created
by foreigners, because in Finland we dont think of education as a global competition.
Education for us is for individual enhancement and for the common good (Sahlberg, 2014).
Lack of literature relating to the implementation of individualised instruction in accordance
with teaching to the exam suggests further research needs to be carried out in this field.
While standardised tests can have excellent outcomes, an over-emphasis on the test and
achieving high results (as well as lack of time to teach the syllabus) can sometimes take
away from a greater connection with learning itself. Individualised instruction and creating
an ILP for every individual student is commonly seen as a large amount of work for the
teacher and therefore is often overlooked as a viable teaching strategy. While the new
junior cycle framework (2011, p. 7) aims to achieve this with a greater connection with the
learning while improving the quality of learning that takes place it simply does not cater
for all students needs.
Research predominantly has shown that standardised tests are used to identify students
who are underperforming within the areas of reading or maths. For these students,
interventions are commonly put in place by teachers (and parents) to improve the learning
of the child in the area. However, students within the average percentile and above do not
receive the same attention to advance their knowledge further. This can be perceived as
unjust and therefore the implementation of individualized learning could be implemented.
27

As a result, this could maximize the learning for all students in the class as opposed to just
the underperforming ones. In light of this, further investigation needs to be done for
implementing modest interventions for technology teachers to incorporate in the
classroom.
Conclusively, if every student is to learn to the best of their ability, individualised instruction
needs to be implemented along with a variety of other teaching strategies (including
collaborative learning) to cater for each individuals needs (see appendix A - Howard
Gardners Theory of Multiple Intelligences). Many sources agree that developing
personalized learning in schools is critical in working towards a society where a childs
chances of success are not limited by their socio-economic background, gender, ethnicity or
any disability (Department for Children Shools and Families, 2008, p. 6). However, there are
critiques of all teaching methodologies. As educators, a balance needs to be made between
the advantages and disadvantages of individualized instruction. The matter should be
approached to make it work best for the set of pupils in our own classroom. However the
reality of implementing this system in Ireland is slim due to factors such as pay cuts and
time limitations for teachers. Until this can be resolved, standardised tests amongst large
numbers are still likely to remain the most realistic form of assessment despite many of the
negative effects it may incur. There is no doubt that individualized instruction when applied
correctly can have excellent results and improvements for student learning and growth.

4 NEGLECTING NUMERACY
4.1

SHORTAGE OF NUMERACY STRATEGIES IN TECHNICAL SUBJECTS

Following on from the literature review, research and conclusion of chapter two, evidence
shows that there is an adequate amount of strategies available to enhance literacy in the
technical subjects (see sample pages from literacy workbook for Materials Technology
Wood in appendix F). In contrast, research for strategies, resources and exercises for
numeracy in Technical Graphics or Materials Technology Wood proved unsuccessful with
minimal findings (see figure 8 and figure 9). Additionally, the T4 website designed as a
teacher and student aid in the technical subjects provide a limited number of resources
relating to numeracy and literacy but it is the authors opinion that they are not of a child
friendly nature. Informal discussions with practicing teachers also highlighted that there are
28

many policy documents (at both DES and school level) but a shortage of strategies,
resources and exercises available specifically for TG and MTW. This may suggest a lack of
emphasis placed on numeracy within the technical subjects. Following on from this, further
research in this area will be carried out into advancing numeracy levels of students within
MTW and TG.

Figure 9: No Numeracy Resources for TG on PDST Resources Page

Figure 10: No Numeracy Resources for MTW on PDST Resources Page

29

4.2

THE PROMOTION OF NUMERACY AT COLLEGE LEVEL

GMIT Letterfrack which is a well recognized institute for training technical teachers in
Ireland graduates Design and Technology Education each year. The institute displays the
inclusion of numeracy and literacy through its lesson plan templates which is an effective
strategy for enhancing numeracy and literacy skills. This compliments the opinion of the
teaching council where in a consultation in relation to educational entry requirements it
states one objective in that strategy is to improve teachers skills in the teaching, learning
and assessment of literacy and numeracy and to provide better initial and continuing
professional development for teachers (The Teaching Council, 2013). The promotion of
these skills at college is integral to this. Furthermore the Teaching Council (2013) believes
that there is considerable scope to set higher standards and improve provision for literacy
and numeracy education at entry to and during initial teacher education, and during
teachers induction and continuing professional development. From this it is evident that
intentions and actions are in place within colleges to help promote the skills of numeracy
and literacy of trainee teachers.

4.3

NUMERACY DOCUMENTATION IN TECHNICAL SUBJECTS

There are several numeracy related policy documents available to help promote the
advancement of numerical skills of students. There are a limited amount of these specific to
TG and MTW. Many of documents relating to these subjects are published by schools as a
numeracy policy. An example of a school numeracy policy can be seen in appendix C from
Curragh Post Primary School, Co. Kildare. It outlines the aims of the school on achieving
goals relating to numeracy in cross curricular subjects. According to its numeracy policy
numeracy is seen as an essential part of the teaching and learning process. We recognise
the importance of numeracy in the school environment, to life within wider society and to
the personal growth of individuals (Curragh Post Primary School, 2014, p. 1). Additionally,
in some schools, literacy and numeracy policies are provided for the public in specific
subjects. Ballyhaunis, Co. Mayo Community School provides one such document. The
document outlines the reasons for the integration of literacy and numeracy in technical
graphics and design and communication graphics as well as strategies for improving literacy
and numeracy in the class. Notably, St Josephs Spanish Point provides a subject policy
document on the school website outlining reasons for the integration of literacy and
30

numeracy in TG and DCG. It provides examples of improving literacy strategies but there are
no corresponding examples for the integration of numeracy (St Joseph's Spanish Point,
2015, p. 6).
Limited documents are available at state level which promotes the advancement of
numeracy skills specific to the technical subjects. A text entitled Resources for Developing
an Integrated Numeracy Plan published by the JCSP (2009) have to some extent provided
an outline of numeracy strategies that can be applied. It provides generic teacher selfassessments on the incorporation of numeracy exercises and strategies. No other
documents specifically focusing at enhancing numeracy skills in the Junior Certificate
technical subjects were found. This may give a false impression to technical teachers of the
importance of numeracy in MTW and TG.

4.4

REVIEW OF TECHNICAL SUBJECTS/SYLLABI IN THE CONTEXT OF NUMERACY

A review of the technical subjects Materials Technology (Wood) and Technical Graphics and
their syllabi, established no findings or insight to numeracy (or literacy). The syllabi provide
key aims and objectives relating to the subject matter and content to be covered within the
junior certificate time frame. At no point throughout either syllabus is there any indication
towards the advancement or incorporation of numeracy (or literacy). As a result, it may lead
technical teachers to the perception that it is the teachers responsibility to incorporate
strategies which advance the skills of numeracy and literacy in the technical subjects. This
may indicate a reason for numeracy being neglected within the classroom.
Numeracy as previously stated earlier is the ability to access, use, interpret and
communicate mathematical information and ideas, in order to engage in and manage the
mathematical demands of a range of situations in adult life (OECD, 2009). The current MTW
and TG syllabi offer the scope to incorporate numeracy approaches in several topics in both
subjects. The following paragraph 4.4 will explore further the areas where numeracy
strategies are commonly implemented in the topics taught in TG and MTW lessons.

4.5

SCOPE FOR NUMERACY INCLUSION IN MTW AND TG

It may be a perception of teachers that it is difficult to incorporate numeracy strategies into

lessons mainly based around wood and other materials in MTW, and principles of drawing in
31

technical graphics. There are however, many topics within these subjects which can be
directly related to numeracy.
Informal discussions with practitioners while reviewing in depth the MTW syllabus exposed
the following areas where numeracy is naturally incorporated into the learning:
1.

Design briefs and the design process

2. Communication of design through computer software

3. Drawing with instruments such as the compass, set squares and protractor.
Working drawings, schematic and pictorial drawings also incorporate a degree of
applying numeracy skills
4. Report writing including the use of models, bar and pie charts, and graphical
data
5.

Material exploration e.g. calculation of moisture content for a piece of timber,

how to tell the age of a tree, use of microscope to classify trees.

6. Exploring the physical make up of plastics and metals

7. Preparation for finishing incorporates the student to examine the sandpaper
grits and use them effectively in order to achieve a smooth finish
8. Developing glues that incorporate correct ratios and percentages to achieve a
desired substance
9.

Scaling and measurement as well as applying dimensions to drawings and

designs

10. Marking out of joints such as dovetails, finger joints, mortise and tennons
11. Experiments such as determining the effectiveness of fasteners or the suitability
of various glues

The technical graphics syllabus also offers scope to incorporate numeracy naturally into the
learning. The content of the syllabus is arranged under the headings of topics and subtopics, many of which are directly interrelated. In nearly all topics, numeracy skills are an
essential need in order to set up, measure or complete a question. Further informal
discussions with practitioners highlighted the areas where numeracy is integrated into the
learning:
32

1.

Drawing with instruments such as the compass, set squares and protractor

2.

Dimensioning and measuring drawings

3.

Interpretation of questions

4.

Geometrical theorems

5.

Orthographic projection

6.

Pictorial drawing and projection

7.

Scaling drawings

8.

Surface developments

9.

Modeling of solutions

10. Graphical design and representation including graphs, histographs, pictographs,

bar and pie-charts
There seems to be a lot of scope for the integration of numeracy strategies in TG and MTW
as it appears to be enshrined in most of the topics in each subject. As stated in section 4.1,
the documentation and exercises available relating to the advancement of numeracy in
these subjects are extremely limited. Further advancements should be made to improve
numeracy skills within the technical subjects.

4.6

CONCLUSION

This chapters investigation into numeracy specifically within the technical subjects sheds
light on the very limited amount of information at both state and school level that is
currently available. It appears that literacy is seen to be taken as a more serious issue with
several school policy documents primarily focusing on its improvement with no reference
being made to numeracy. Minimal findings for the incorporation of numeracy strategies
suggest it is not a priority of the subjects aims or objectives. This is reflected in the subjects
syllabi with no reference being made to numeracy or literacy at any stage. Discussions with
practitioners show that there is a lot of scope to incorporate direct numeracy strategies into
technical lessons. Connections between mathematics with technical subjects should be
made to further advance numerical skills. For example, theorems learned in junior cert
maths should build upon principles of drawing taught in technical graphics. The promotion
of numeracy (and literacys) importance at college level is also a factor. Questions may be
33

raised whether training technical teachers are aware of numeracy and literacys importance
for the growth and development of a child. Further study should be carried out on teachers
to measure their understanding on the relevance and importance of numeracy and literacy
in todays society.

5 CONCLUSIONS & RECOMMENDATIONS

5.1

INTRODUCTION

The research from this study reflected to some extent the challenges that currently
surround greater integration of numeracy and literacy strategies to the Junior Cycle reforms.
It also highlighted a reasonably positive outlook for the implementation of individualized
learning into classrooms and reviews the role of standardised tests in Ireland.
Recommendations are made based upon findings found in the literature.

5.2

CONCLUSIONS

The literature indicates that proficient numeracy and literacy skills are key indicators for the
education, development and growth of an individual. Over the course of this study, research
mainly found that poor literacy and numeracy skills effectively lead to a lesser quality of life
in comparison to a literate and numerate person. Poor literacy and numeracy can often
affect a persons ability to succeed in their work which can ultimately effect the economic
growth of a country. The improvement of a nations skill set should be emphasised to
increase productivity and the growth of the economy. Both literacy and numeracy have an
enormous role to play on the success and well being of an individual. Research found a
strong connection to the correlation of poor literacy and numeracy skills and the attainment
of life success. This highlighted the importance of implementing strategies to improve
student performances at school level. The advancement of literacy and numeracy skills
should be seen as an effective intervention to enhance society while theoretically improving
social cohesion.

The literature investigation reviewed the strategy of individualized learning and the
application of standardised tests. Findings did show mixed results as individualized learning
has both advantages and disadvantages. However, when successfully put into practice,
34

individualized learning can have significantly positive effects on the education of a given
child and allow them to obtain a greater focus and connection in their learning. In particular,
individualised instruction could be used to enhance literacy and numeracy skills of
underperforming students. There have been several cases reported where literacy and
numeracy skills have been improved by personalising the instruction. Such results can be
seen in cases across Finland and the United Kingdom at post primary level. Individualised
instruction and creating an ILP for every individual student is commonly seen as a large
amount of work for the teacher and therefore is often overlooked as a viable teaching
strategy. The research in this thesis predominantly found that standardised tests are used to
identify students who are underperforming within the areas of reading or maths.
Interventions are sometimes put in place for these students by teachers to improve the
childs learning in the area. The author concludes that individualized instruction would also
be beneficial if integrated for students performing in the average or above percentile of the
standardised test to further advance their knowledge. In this way, learning for all students
can occur as opposed to just the underperforming students in the class. As educators, a
balance needs to be made between the advantages and disadvantages of individualized
instruction. The matter should be approached to make it work best for the set of pupils in
our own classroom. However the reality of implementing this individualized system in
Ireland is slim due to factors such as pay cuts and time limitations for teachers. Until this can
be resolved, standardised tests with whole class instruction is still likely to remain the most
realistic method of teaching despite some negative effects that may incur. The research
found that individualized instruction when applied successfully, particularly when used to
improve literacy and numeracy skills can have remarkable results and improvements for
student learning and growth.

The implementation of individualised learning into MTW and TG requires further research to
be carried out in this area. The main concern voiced by teachers who consider implementing
individualised learning state that they do not have enough time to cater for each student in
a class. However, modest interventions could be implemented to individualise the learning
in MTW and TG. For example, a student with poor numeracy skills could be offered an extra
numeracy worksheet which is premade that relates to the topic being covered in TG or
35

MTW. This would allow the student to further advance their content knowledge as well as
their numeracy skills. This would not necessarily be very time consuming and the same
numeracy worksheet could also be administered to a group of students who are challenged
by numeracy tasks. A form of prior assessment would need to be carried out to identify
weaker students with numeracy skills. A talk with the classs maths teacher would be
beneficial for this process. Similarly, the same process could be carried out with a classs
English teacher for children with poor literacy skills. A sample numeracy and literacy
worksheet specific to MTW and TG can be seen in appendix E. A subject inspection of Borris
Vocational School, Carlow in TG and DCG makes reference to identifying
Specific interventions aimed at supporting individual students and strategies aimed at
identifying ways to improve students literacy and numeracy in a graphical educational
context. This could be achieved through the identification of subject specific keywords
and the further development of numerical skills in relation to units, estimation, area
and volume (DES, 2011).
This thesis reviewed the current Junior Cert syllabi for TG and MTW. There was no direct
reference to literacy or numeracy mentioned at any stage. The documents mainly focus on
the key aims and objectives relating to the subject matter and the content to be covered
within the junior certificate time frame. At no point throughout either syllabus is there any
indication towards the advancement or incorporation of numeracy (or literacy). As a result,
technical teachers may be led to believe that numeracy and literacy are not imperative parts
of the subjects. It is the teachers responsibility to incorporate strategies that advance the
skills of numeracy and literacy in the technical subjects and as it is not directly outlined in
the syllabi, the exclusion of techniques that incorporate numeracy and literacy strategies
may occur. Both the MTW and TG syllabi offer the scope to incorporate numeracy and
literacy approaches in several topics in each subject. Conclusively, the attitude of the
teacher and his/her passion for the incorporation of specific techniques that enhance
numeracy and literacy is essential as there is no specific reference made in the syllabi to
numeracy or literacy in practice.

5.2

RECOMMENDATIONS

The study showed that there is a shortage of resources, exercises, strategies and policy
documents at school and state level addressing the integration of literacy and numeracy in
36

the technical subjects. The author recommends the construction of a website where
technical teachers can share their experiences, information, strategies, exercises and
resources that specifically incorporate numeracy and literacy. Ideally, the resource page
would incorporate at least three numeracy and literacy strategies per chapter/topic outlined
in each syllabus. The website would also give students the opportunity to test their content
knowledge in technical graphics and materials technology (wood) while exercising their
numeracy and literacy skills.

The author recommends further study to be carried out in the area of numeracy and literacy
within the technical subjects of MTW and TG. This study was conducted on a theoretical
level. For anyone who aims to focus their studies in a similar area to the context of this one;
the author suggests numeracy and literacy strategies to be implemented in a school
classroom where the students numeracy and literacy can be assessed. In addition, the
author advises primary research to be carried out in a school setting where modest
individualized interventions in the technical subjects are used to advance the numeracy and
literacy skills of students. The author believes there is certainly scope to further explore how
individualized learning and numeracy and literacy could be applied to the technical subjects.
There should also be an assessment of the learning outcomes in place to measure the
students improvement over a set period of time.

For teachers to fully understand and embrace the importance of numeracy and literacy, the
author recommends that teachers seek further training and in-service regarding its
importance and how to incorporate it effectively into lessons. Furthermore there should be
greater emphasis placed on literacy and numeracy at college level with high regard to the
integration of specific strategies in each class. In the context of literacy and numeracy, there
is a large amount of information available but none of which explicitly addresses technical
teachers of MTW and TG.

The author proposes resources to be made available to each subject topic specifically aimed
to enhance literacy and numeracy. Sample worksheets proposed by the author for the topic
of polygons aimed at directly improving literacy and numeracy can be found in appendix E.
Similarly, a graphicacy worksheet could also be used in conjunction with these resources.
Also shown is a worksheet for MTW aimed at enhancing numeracy skills while explaining the
topic of woodworking joints in appendix E. These worksheets teach the content matter of
37

the subject, but are presented in a way that challenges students numeracy and literacy
skills. There is also scope to use these worksheets with individualised learning. If a child is
identified as having poor numeracy skills, the technical teacher may provide a modest
intervention by giving the student an extra worksheet for the subject topic which challenges
the students numerical skills.

The author advises every Irish post-primary school to update/make available a whole school
numeracy and literacy policy. A sample numeracy policy is available from Curragh PostPrimary School and is found in appendix C. This will promote the importance of numeracy
and literacy in the whole school environment. In addition, a subject specific numeracy and
literacy policy similar to Ballyhaunis Community Schools which is found in appendix D
should be made available and implemented accordingly.

The author believes that in order to truly advance numeracy and literacy standards,
numeracy and literacy should be promoted at home as well as school. Literacy could be
promoted in the form of displaying books and encouragement of reading newspapers and
magazines. Becoming members of a local library would also be an excellent way of
promoting literacy outside of the school environment as well as including bookmarks and
book tokens as Christmas and birthday presents. The promotion of numeracy at home could
be implemented by the encouragement of crosswords and puzzles such as Sudoku. The
promotion of taking part in everyday activities such as shopping to a budget and time
keeping can help to show how essential numeracy is as an everyday skill. Many more
strategies could also be used to promote both literacy and numeracy at home.

Observations from teaching placement and dialogues with technical practitioners found that
many students, particularly first and second years struggle with reading and converting the
measuring increments on equipment. Set squares and rulers are commonly designed with
inches, and/or centimeters. As millimeters are the most common unit used in technical
graphics and materials technology wood, the author suggests measuring equipment such as
set squares, t-squares and rulers to include both centimeter and millimeter values beside
one another to allow students to correctly convert the distance accurately. The reason for
this is due to the fact that many children are taught centimeters in primary school as their
main unit of measurement. The author believes that the implementation of using measuring

38

equipment with centimeters and millimeters together will greatly enhance the
understanding of numeracy and avoid confusion.

The current Junior Certificate Syllabi for both MTW and TG display no reference to the
inclusion of numeracy or literacy. The author suggests that both syllabi are updated to
include one aim which is intended to improve numeracy and literacy standards within the
subjects. By updating the syllabi in this way, the author believes that more of an emphasis
would be placed on the area of numeracy and literacy while promoting their skills.

This section of the thesis proposes strategies that can be incorporated specifically in the
technical subjects to help improve numeracy standards in the class. The following proposed
strategies are based upon the authors findings and conclusions of the thesis.
In a MTW and TG class the author proposes the following to be implemented in lessons to
improve numeracy skills:

A strong emphasis to be placed on the importance of accuracy in number

calculations and measuring.

A conversion chart or poster should be clearly visible on the wall for students to
refer to if they find it difficult to convert from centimetres to millimetres.

Activities where students are given a set of instructions and are required to put them
in the correct order before practically carrying them out.

The use of measuring equipment such as set squares that have centimetres and
millimetres clearly visible

Activities that promote higher order thinking and number calculations such as filling
out incomplete cutting lists to suit a given piece of timber for a project in MTW.

The use of mental arithmetic and use of calculator to be encouraged.

Set tasks or worksheets to be completed within a given timeframe.

Connections to be made between different areas of maths and different areas of

MTW or TG.

The use of posters on the wall to reinforce common formulas used within MTW and
TG practices.

Emphasis to be placed on accuracy and proportion of all drawings and sketches.

39

Worksheets that are presented in a manner that teach the content of the topic while
challenging the students numerical skills (see examples in appendix E).

The use of projects that require accurate calculation to create in MTW or draw in TG.

The use of estimating skills and compare with real calculations.

In a MTW or TG class the author proposes the following strategies to be implemented in

lessons to improve literacy skills:

Activities where students arrange a set of instructions in order before practically

carrying them out.

Write instructions on their pieces when giving demonstrations in MTW.

Emphasis placed on health and safety notices within the MTW room.

Match key words to symbols and items in the MTW room.

Encouragement of class activities where students are required to label all parts of
their drawings and sketches

Topics are explained and demonstrated explicitly where a variety of resources

including digital media, posters, and books are used.

The enforcement of correct subject terminology through class discussions and

descriptions.

Sample exercises such as brainstorming and word walls and other key word displays
to further emphasise the meaning and importance of specific words.

Encourage students to organize and present their written work accurately through
the use of annotations.

The use of thesauruses/dictionary and internet are encouraged to find adjectives to

describe shapes etc.

As stated in chapter 2, the National Strategy to Improve Literacy and Numeracy among
Children and Young People 2011-2020 plans for the nation to improve the teaching and
learning of literacy and numeracy in Ireland. The documents aims are list below:

During the period from 2011 to 2020 we will aim to:

40

Improve our attitudes to literacy and numeracy:

Promote better understanding of the critical importance of supporting the

development of childrens ability to become effective communicators from their
earliest years and the key role played by parents, families and communities in
this regard
Raise public awareness of the importance of oral and written language in all its
forms (including print, writing and digital media)
Foster an enjoyment of reading among children and young people
Create greater awareness of, and more positive attitudes towards, mathematics
among the public
Promote better attitudes to mathematics among children and young people

Improve outcomes at post primary level:

Ensure that each post-primary school sets goals and monitors progress in
achieving demanding but realistic targets for the improvement of the literacy and
numeracy skills of its students in a school improvement plan
Increase awareness of the importance of digital literacy and include assessments
of post-primary students ability to read digital material as part of the national
assessments of English reading
Increase the percentage of 15-year old students performing at or above Level 4
(i.e. at the highest levels) in PISA reading literacy and numeracy tests by at least 5
percentage points by 2020
Halve the percentage of 15-year old students performing at or below Level 1 (the
lowest level) in PISA reading literacy and numeracy tests by 2020
Increase the percentage of students taking the Higher Level mathematics
examination at the end of junior cycle (i.e. Junior Certificate examination or its
equivalent) to 60 per cent by 2020
Increase the percentage of students taking the Higher Level mathematics
examination in Leaving Certificate to 30 per cent by 2020.
(Department of Education and Skills, 2011, pp. 17-18)

It is the authors opinion that the recommendations made above, if implemented correctly
would help to address many of the aims outlined in the National Strategy to Improve
Literacy and Numeracy among Children and Young People 2011-2020. The author also
believes that the inclusion of literacy and numeracy strategies within MTW and TG is key in
moving towards the criteria of the new Junior Cycle reforms and creating a greater focus
with numeracy and literacy. If literacy and numeracy can be improved at classroom level,
the likelihood is that the results will eventually reciprocate at national level and will swiftly
move to the forefront of being recognized for its educational achievements on an
international scale.
41

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multiple_intelligences.pdf
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Paton, G. (2014, September 19). Ofsted: primary schools 'palce too much focus on three-Rs'.
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The Irish Independent. (2015, 02 13). Retrieved 03 30, 2015, from The Irish Independent:
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47

APPENDICES

APPENDIX A HOWARD GARDNERS THEORY OF MULTIPLE INTELLIGENCES

48

GARDNERS MULTIPLE INTELLIGENCES

1. Verbal-linguistic intelligence (well-developed verbal skills and sensitivity to the sounds,
meanings and rhythms of words)
2. Logical-mathematical intelligence (ability to think conceptually and abstractly, and
capacity to discern logical and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and pictures, to visualize accurately
and abstractly)
4. Bodily-kinesthetic intelligence (ability to control ones body movements and to handle
objects skillfully)
5. Musical intelligences (ability to produce and appreciate rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond appropriately to the moods,
motivations and desires of others)
7. Intrapersonal (capacity to be self-aware and in tune with inner feelings, values, beliefs
and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize plants, animals and other
objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle deep questions about human
existence such as, what is the meaning of life? Why do we die? How did we get here?
(Northern Illonois University, 2011)

49

APPENDIX B SAMPLE INDIVIDUAL LEARNING PLAN TEMPLATE

50

Individual Learning Plan template

Student name:

Date of birth:

Year level:

Date:

Review of progress should be based on collection and analysis of data

formal classroom and broader assessment data such as appropriate observation notes from classroom
teacher/s
feedback from the student
feedback from the parents/carers
All decisions regarding student learning should be based on a range of data sources. Individual Learning Plans aim to
personalize the teaching and learning program, support improvement in identified areas and should be
monitored and revised regularly.

Learning improvement goals -

Learning outcomes

Priority areas for improvement.

Consider:
engagement
attendance

List relevant learning outcomes linked to the

learning improvement goals.
Consider:
engagement
attendance

behaviour

behaviour

School and classroom strategies revised

Parents/carers expectations/support

pedagogy

Identify in partnership:

Consider:

revised pedagogy

classroom learning interventions

small group/individual support

behaviour expectations

expectations of parents/carers
level of support that can be provided by
parents/carers
how the school can support parents/carers

Processes for collection of data

Identify:
data collection methods
how progress will be measured
Timeline for review and revision of plan
Individual Learning Plans should be measured and modified regularly.
Students comments:

Classroom teachers comments:

Parents carers comments:

(Victoria Government, 2013)

51

APPENDIX C SAMPLE NUMERACY SCHOOL POLICY

52

Introduction and Scope of this Policy:

This document sets out the policy of Curragh Post Primary School in respect of the advice,
supports and tuition of numeracy as part of the integrated education of students.

Relationship to school's Mission / Vision / Aims:

Curragh Post Primary Schools Mission Statement is as follows:
Our School values the gifts and talents of students and staff in their development
in an atmosphere of equity, caring and mutual respect. Can we achieve this? Yes, we can.
Is Feidir Linn.
This Numeracy Policy is another important framework within which the development of
whole people empowered to lead effective lives in the wider society is enhanced in our
school. The dignity of each student, staff member and parent / guardian is honoured and
reflected in school policies and structures, including this policy.
This policy is informed by the school's Mission Statement which commits us to preparing all
students for the challenges of adolescent and adult life and to respecting the dignity, worth
and individuality of every member of the school community. The schools role in the
development of young people supports and is enriched by the active participation of teachers
and parents / guardians in many aspects of students lives.

Rationale:
In Curragh Post Primary School, Whole-School Numeracy is seen as an essential part of the
teaching and learning process. We recognise the importance of numeracy in the school
environment, to life within wider society and to the personal growth of individuals. We are
committed to the development of a whole-school approach to numeracy and recognise the
need for a multi-stranded approach. We are committed to using a whole-school approach to
numeracy to improve learning and raise standards.
This Numeracy Policy aims to ensure that appropriate opportunities and procedures are in
place to enable the school
to offer a quality and holistic education to our students;
to ensure that the education programme is supported by the development of numeracy
skills in our students;
to ensure that all students are supported in improving their numeracy skills;
to target interventions and support students with poor numeracy skills;
to promote consistency of practice in methodology, vocabulary, use of resources, etc.
to ensure subject specific numeracy is taught in all subject areas, including subject
specific vocabulary and to recognise the numeracy demands of specific subjects;
to promote whole-school numeracy by maintaining a positive ethos and creating a high
public profile e.g. creating a print rich environment using displays, numeracy award
schemes and paired reading;
to develop cross curricular links with numeracy that can be supported by all subject
teachers. These will include whole-school marking approaches, whole-school use of
homework policy, widening the range of texts available and numeracy specific targets;
53

to develop the specific teaching of numeracy within Mathematics, Science, Woodwork,

Construction Studies, Technical Graphics, Design and Communications Graphics, Home
Economics, Business, Accounting, English and related departments (e.g. Learning
Support and Resource);
to link numeracy to the transition programme from primary to secondary school;
to devote time to staff in-service training in the area of numeracy;
to promote continued parental involvement and support of their childs numeracy
development and
to ensure that parents / guardians are as fully informed as possible about numeracy issues.

The schools Numeracy Policy is important for the following reasons:

Numeracy skills enable pupils to understand and interpret numerical and
graphical information. This facilitates improvement in pupils' abilities to make
their own judgements and to draw sensible conclusions from information.
Almost all subjects depend on pupils having competence in basic numeracy skills.
If pupils numeracy skills are not developed and used they may well be denied
the opportunity to develop the level of understanding of some topics or subjects
at the level expected for their age.
Without basic numeracy skills, pupils can lack both personal and social
adequacy which is a recipe for failure and low esteem.
Industry and commerce continually bemoan the lack of numeracy skills of school
leavers and graduates alike.
Goals:
The school shall have in place appropriate means and processes
to assess students numeracy skills;
to inform students about the best way to improve their numeracy skills;
to improve numeracy skills by, among other things, promoting teaching that is direct
and explicit; interactive; motivating; varied in style; well pitched to students needs
and that is inclusive. This will help provide learning (for students) that is active;
creative; reflective; independent and linked to personal / group targets.
to inform parents / guardians about numeracy skills of their children in the school;
to involve parents / guardians in the numeracy development of our students and,
ultimately,
to support the role of parents / guardians as the primary educators.
What is Numeracy?
Numeracy is a proficiency which involves confidence and competence with numbers and
measures. It is more than an ability to do basic arithmetic. It requires an understanding of the
number system, a repertoire of mathematical techniques and an inclination and an ability to
solve quantitative or spatial problems in a range of contexts. Numeracy, also, demands an
understanding of the ways in which data are gathered by counting and measuring and by
presentation in graphs, diagrams, charts and tables.
Students with well developed numeracy skills will:
Have a sense of the size of number.
Know by heart basic number facts such as number bonds, times-tables, doubles
and halves, and recall them rapidly.
Use what they know by heart to figure out an answer mentally.
54

Calculate accurately, both mentally and with pencil and paper, and be able to
draw on a range of strategies.
Use a calculator judiciously.
Make sense of number problems and recognize the operations needed to solve
them.
Know for themselves that their answers are reasonable and have strategies for
checking.
Explain their methods and reasoning, using correct terminology.
Suggest suitable units for measurement and make sensible estimates of measurements.
Explain and make sensible predictions from numerical data in a graph, chart or
table.

The Numeracy Working Group

A Numeracy Working Group will be appointed to implement and drive the plan and to liaise
with the subject departments & teachers, learning support teachers, management, and the
feeder primary schools. The Numeracy Working Group will be responsible for:
Developing and implementing a Numeracy Plan for the whole school
Establishing a schedule / calendar for numeracy development
Putting in place structures to monitor, evaluate and review the numeracy
development plan in action
Driving and activating the school numeracy development plan, focusing
particularly on first year students and on developing a whole school aspect.
The Numeracy Working Group is comprised of the following:
Numeracy co-ordinator
A teacher of Maths
A teacher of a subject other than Maths
Learning support / Resource teachers
Principal and Deputy Principal
The group liaises with some of the following: Home School Community Liaison Officer,
Class teachers and Parents / Guardians.
Numeracy Across the Curriculum
Numeracy is not the sole responsibility of the mathematics department. Most other
subjects can, in fact contribute to the development and enhancement of students
numeracy skills, including their ability to describe and explain their strategies and
reasoning.
Numeracy Possible Things to do as a School Community:
Target 1st Year Students and 5th Year Students especially;
Focus on students with a Numeracy Achievement Age below their Chronological
Age;
Mentoring;
Appropriate Professional development for teachers;
Provide specific individualised instruction;
Follow up in SUBJECT classrooms;
Regular use of assessment and assessment feedback;
Provide frequent opportunities to practice in the skills of numeracy and
55

Regular use of I.T. for individualised programme(s).

At a classroom level, better numeracy standards are associated with:

Well-structured lessons and good use of time, so that pace is maintained and the
minimum of time is spent on class administration or control.
Sessions of direct teaching, with teachers involved proactively, not just when pupils
are stuck.
Regular interaction with pupils, with the teacher using perceptive questioning, giving
careful attention to misconceptions and providing constructive help.
Rehearsal of existing knowledge and skills, including emphasis on instant recall of as
many number facts as possible.
Recognition that knowing by heart and figuring out support each other in
developing numeracy.
Careful attention to the development of mathematical vocabulary and the use of correct
terminology and notation.
Teaching a range of computation methods and ways of recording them including
mental, written and calculator methods, asking pupils to explain their methods and
discussing with them which methods are best suited for particular purposes.
Planning a variety of activities on a topic, both to consolidate and extend
mathematical skills.
Identifying opportunities in other subjects to reinforce and extend mathematical skills.
Systematic assessment of the progress of a class to monitor pupils' strengths and
weaknesses and to plan the next stage of work.
Clear procedures for the early identification of pupils with difficulties, combined with
targeted and positive support to help them to keep up with their peers.
At whole school level better numeracy standards are associated with:
Well informed subject teachers who set high expectations.
Clear targets for raising standards and a realistic plan for achieving them with
regular evaluation of the school's progress towards the targets.
Systematic monitoring of teachers' planning, teaching and assessment of
numeracy.
Provision of a thoroughly planned teaching programme with clear learning
objectives.
Effective arrangements, which take account of national standards, for assessing the
standards reached and progress of individuals and whole year groups.
Professional development of teachers involved in the teaching of numeracy.
Effective deployment of classroom assistants to support class teachers.
The involvement and support of parents / guardians and the Board of Management.

Pupils in all lessons should:

Make correct use of mathematical vocabulary when providing oral and written
answers or asking questions.
Present ideas and information they have collected in the form of displays of charts
and tables.
Interpret, describe and explain their work and not simply reproduce graphs, tables
and charts or statements concerning percentages and other numerical data.
Set their work out systematically and with care. Where there are calculations
these should always be set out so the method used is clear. Where there are
56

graphs these should always show a suitable scale, be correctly labeled and have a
title.

Teachers of all subjects should:

Have regard for the whole school numeracy policy in their planning of lessons.
Use and explain mathematical vocabulary whenever it will enhance pupils' knowledge,
skills and understanding of the topic. The use of such vocabulary by pupils
should be strongly encouraged.
Give emphasis to mental calculation when it is sensible to do so.
Encourage pupils to estimate when appropriate.
Use and explain appropriate calculations and data whenever it will enhance pupils'
knowledge and understanding of the topic. The explanation should be in line with
whole school policy.
Liaise with the Mathematics department when using mathematical skills earlier
than met in the mathematics scheme of work.
Demonstrate how to measure to the required degree of accuracy.
Choose and use appropriate units of measure correctly.
Demonstrate how to use the four rules of number with and without a calculator.
Demonstrate how to select a type of graph appropriate to the data provided.
Correctly label a graph or chart.
Correctly interpret a graph or chart and make appropriate comparisons
where more than one graph illustrates the data.
Explain the steps in the solution to a problem.
Discuss and clarify why a particular method of calculation works.
Use and explain the meaning of appropriate mathematical terms.

Subject Department Folders / Handbooks and Schemes of Work

Should contain a copy of the whole school numeracy policy.
Should identify topics / areas requiring numeracy skills.
Should provide guidance to staff concerning approaches to the use of
numeracy skills in their subject.
Should ensure that units of measure are written according to the correct
convention.
Numeracy Agreed Initiatives for Implementation as Whole School Activities:
Keywords of the Week Initiative
Each teacher should write on the whiteboard / on a poster two keywords / calculations /
formulae each week. These keywords / calculations / formulae are key words / terms that
students are expected to learn, understand and to be able to use in the right context. These
two keywords / calculations / formulae will be changed each week, so that students
vocabulary and ability to communicate numerically in their subjects will be developed and
expanded.
Numeracy Challenge - Monthly Maths Tests
The initiative is aimed at subject teachers interested in improving the application of key
keywords / calculations / formulae and offering the students a challenge in order to motivate
the learning process. A member of the schools Numeracy Working Group will coordinate
57

the creation of the Weekly Numeracy Initiative and the monthly Maths Tests that will take
place on agreed dates each month.
Numeracy Other Possible Initiatives:
Activities: First year focus for students who are seriously underachieving in numeracy
Some ideas for first year numeracy development:
o 1 class per day devoted to numeracy development;
o Small teaching team;
o Formative profiling;
o Paired Reading;
o Critical numeracy skills training module;
o Calculations worksheets;
o Marking policy;
o Numeracy day / week;
o Individualised numeracy programmes where appropriate (particularly
mathematical skills deficiency);
o Use of appropriate I.T. software;
o Team teaching;
o Access to maths books readily and freely.

Numeracy - Things for the School to do:

Pre-Enrolment Data Gathering and Sharing by school management:
Gather and collate the student passport provided by the transferring national school.
Review the current use of tests to ensure that they provide meaningful data for 1st Year
teachers.
Other provisions to be made by school management:
Re-assess students numeracy competencies as follows: 1st Years in the last term and 5th
Years in September.
Administer the agreed tests in the first week of October and, again, in the first week of May
of 1st Year to establish baseline data re: students competence and achievement in Maths.
Add the data provided to the national school student passport and prepare copies for parents /
guardians and teachers before the beginning of each school year.
Compare and review the results / scores with previous data and respond appropriately.
Provide calculators and log tables to each 1st and 5th Year student (until all students own a
personal calendar and set of log tables) for use in school and at home.
Develop Subject Rooms rather than teacher rooms.
Create a Resource Room and furnish and design it for multiple numeracy related uses.
Numeracy - Things to do as Teachers in Subject Departments (as appropriate):
Create a visual, print rich, interactive learning environment display educational posters and
display students work.
Include the promotion and development of numeracy in subject plans yearly plans, term
plans and daily lesson planning.
Participate fully and enthusiastically in the agreed whole school numeracy initiatives.
Numeracy - Things to do as a Teacher (as appropriate):
58

Give homework in every class and indicate to students the average amount of time this work
should take.
Monitor diaries / journals and the use of dictionaries in every class.
Use frequently the classroom calculators provided by the school.
Write homework on the board for students to note it.
Give the last two minutes of class to ensure homework is recorded.
Check homework every day ensure date, page and title is on every entry.
Correct homework regularly and date the corrections.
When correcting class work and homework, provide positive feedback and treat numeracy
issues as important.
When marking exams / assessments, give positive, instructive and developmental feedback.
(Appendix 1 - Subject Department Numeracy Checklist - of this document should be used
by teachers and subject departments to enhance the promotion of numeracy in the school).
Numeracy - Things for Students to do:
Students should remember that all subjects require full attention to numeracy.
In School
Students must bring the official school diary / homework journal, personal dictionary
calculator and log tables, which they will be given in September, to every class. They should
be placed, open, in the top right hand corner of the desk. Paying full attention in class is a
minimum requirement and makes class work and homework easier to complete. Students
must record all their homework, both oral and written. All homework must be presented to
the teacher as required on the specified date.

School Wide Strategies for Teachers

Keywords / Calculations / Formulae
Check texts and identify essential Keywords / Calculations / Formulae
Make a list, keeping it as short as possible.
Pre-teach Keywords / Calculations / Formulae
Revise Keywords / Calculations / Formulae.
Key concepts
Identify key concepts
List key concepts
Discuss and explain each one.
Key spellings and numbers
Carefully choose a small number of Keywords / Calculations / Formulae you want all
students to know.
Select a small number of keywords per topic / unit / chapter.
Pre teach these words meanings, context and usage.
Have students write a Keywords / Calculations / Formulae in the back of copies or
give them a typed list.
Display Keywords / Calculations / Formulae lists on walls
Use them regularly and read them frequently.
Give students the opportunity to discuss, use and revise them.
59

Check comprehension and application of Keywords / Calculations / Formulae

regularly.
Revise often.

Teachers Corrections of Students Work

The correction of a students work should be clear and focused on how the student
can make improvements.
Corrections are opportunities for feedback. They should be constructive and
informative.
Make positive and constructive comments.
Presentation of Work by Students
Page should be ruled with red pen along the top line of the page.
Date must be written at the top right hand side of every exercise.
The title of the work must be written at the top of the page at the beginning of each
exercise.
Students should be encouraged to keep their copies neat and tidy and the condition
their copies should be regularly checked.
Work
Work should be differentiated according to students level of ability.
Homework
Students should be given homework in accordance with the homework policy. When
instructing students about homework teachers should:
Write homework on the board at the beginning of class.
Reinforce verbally.
Consider those students with special education needs by ensuring they understand the
homework which is to be completed and differentiate tasks according to students
ability.
Ensure all students have homework written correctly into their homework Journals.
Correcting Class work and Homework
Ask students to Check
The correct version against your own.
Identify areas where mistakes occurred.
Repeat the process if necessary.
Recommendations
Repetition and reinforcement of keywords / formulae / calculations.
Marking of pupils work and correction of formulae / calculations.
Display keywords / formulae / calculations and students work in the classroom.
Set memorisation of formulae and calculations homework tasks.
Students should be encouraged to correct their own maths / numeracy keyword list.
At Home
Students should try to do their homework:
At a definite, fixed time each day.
60

As soon as is realistically possible after arriving home.

In a warm, well lit, quiet room, with no distractions from television, stereo or other
people.
On the night it is given. This is particularly important where a period of days elapse
between the assignment being given and presentation dates, e.g. work given on
Monday to be handed up on Thursday. Students should be encouraged to do such
work as early as possible.
With both their homework journal and their personal dictionary and calculator on the
desk in front of them.

What can Parents / Guardians do?

The school is a supportive organisation in respect of the primary educators parents /
guardians. Our efforts to provide holistic education, in its various forms, are most
meaningful and effective when parents / guardians both understand and support our aims and
activities. Parents / guardians should work with the school to emphasise the importance of
schoolwork, homework, study and reading. They should check the students diary / journal to
ensure that homework is recorded and, then, should look at the students copies to ensure it is
completed. Reading in quiet spaces should be encouraged at home. Parents / guardians can
create the climate at home, quiet room, no distractions, fixed time each day, etc. to ensure
homework can be fully done, as required by the school.
Review Procedures:
The Numeracy Policy will be reviewed regularly by teachers and by the Board of
Management every four years. Any staff member who is unhappy with the content or the
implementation of any school policy may request a review at any time and such a request will
be dealt with as quickly as possible. The Parents Council may request a formal review at any
time and such a request will be dealt with as quickly as possible by the Board of
Management. This policy was adopted by the Board of Management on _________________
[date]

Signed: _________________________
Chairperson of Board of Management

Signed: __________________________
Principal

Date: __________________________ Date: __________________________

Review Date: March 2018

61

Numeracy Checklist
Yes

No

Are all teachers in the subject department aware of students

with learning difficulties or Special Educational Needs?
Are learning objectives outlined in Schemes of Work and
Lesson Plans?
Knowledge, Understanding, Skills and Attitudes (KUSA)
Are methodologies varied to suit different types of
learners?
Is differentiated homework given for 1st Years?
Is differentiated homework given for 2nd Years?
Is differentiated homework given for 3rd Years?
Is differentiated homework given for 5thYears?
Is differentiated homework given for 6th Years?
Has the subject department / teacher outlined targets and
plans for SEN students?
Has the subject department / teacher outlined targets and
plans for EAL students?
Has the subject department / teacher outlined targets and
plans for exceptional students?
Is student work displayed in the classroom?
Is student work displayed outside the classroom?
Has the subject department developed and displayed a set
of Key Words / Formulae for each year group?
Are spelling, grammar and punctuation corrected?
Is ICT used to support numeracy development?
Are students given independent keywords / numeracy /
calculations tasks?
Are there rewards and incentives for improvements or
achievements in numeracy?
(Curragh Post Primary School, 2014)

62

APPENDIX D LITERACY & NUMERACY POLICY FOR TG AND DCG

63

Literacy and Numeracy in Technical Graphics/DCG

Reasons to integration of Numeracy and Literacy in T Gr. And DCG

The universal language of design and graphic representation helps bridge and overcome
many literacy barriers.

Keywords to describe the skills mastered in Technical Graphics and DCG are easily
identifiable and can help the student associate with the meaning of that particular term.

Where pupils struggle with the language to represent their ideas there is huge scope to
use other practical means to communicate.

Literacy is encouraged through the use of posters on the wall with new terms explained.

Numeracy is an integral part of TG and DCG. Links between Maths and Technical Graphics
are often seen and easily recognised to the students. This is especially focused upon with
the short Junior Certificate questions.
Strategies for Improving Literacy and Numeracy

Students label sheet in title box and label each view they draw.

The DCG student assignment requires students to explain, compare, discuss, analysis
various products. Thesauruses/Dictionary and internet are encouraged to find adjectives
to describe shapes etc.

A print rich environment is in the classroom both 2d and 3d.

Topics are explained and demonstrated explicitly to students.

Class discussions are encouraged using relevant terms/descriptions.

Students compare and contrast themes and ideas when designing products.

Students are encouraged to organise and convey their written work accurately through the
use of annotations. Huge emphasis placed on size/accuracy and proportion at all levels.
Measurement conversion is also emphasised.
(Ballyhaunis Community School, 2015)
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APPENDIX E PROPOSED STRATEGIES FOR IMPROVEMENT

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Name:

Numeracy Worksheet

Date:

Polygons
Calculate the
pentagon:

inner

angles

of

Use your protractor to

measure the given angles.

Using the protractor above, mark

clearly 63 degrees on both sides.

How many sides and angles does this shape

have?
How many degrees are its angles?

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Name:

Literacy Worksheet

Date:

Polygons
1)

A shape with five equal sides and five equal angles is called a

2)

An octagon has

3)

All

4)

An
polygon is a shape where all
sides and angles are not equal.

5)

The word Polygon is of Greek origin meaning

6)

List below the correct name for:

sides and

angles that are all the same.

of a triangle must add up to 180.

1.
2.
3.
4.

Six sided shape with equal sides and angles:

Seven sided figure with equal sides and angles:
Nine sided shape with equal sides and angles:
A ten sided shape with equal sides and angles:

7) Describe using the key words how to construct a pentagon in the space
below:

Key Words: Compass, Protractor, Measure, Sides, Angles, Arc.

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Name:

Graphicacy Worksheet

Date:

Polygons
2)

Draw a pentagon given one side ,in1)

the space provided below:

Construct a hexagon, with all sides

20mm in the space provided:

4)

Determine the centre of the

triangle shown

Inscribe an octagon in the given

square shown

3)

Design a logo for your class mini company that sells stationary supplies to the rest
of the school. Include at least 5 regular polygons. The winner will get their logo
printed and advertised on posters around the school.

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Name:

Numeracy Worksheet MTW

Date:

Types of Joints
P
In the housing joint shown, measure
the:
1)Thickness of the material
2)Depth of the housing
Thickness
Housing Depth =

The picture shows a pine piece of timber. Pine is

a softwood. Draw a single dovetail joint using
the correct ratio in the space marked P

The picture shows an

oak piece of timber. Oak
is a hardwood. Draw a
double dovetail joint
using the correct ratio in
the space marked Y

Draw a finger joint on both pieces shown. Show

three fingers. Measure accurately and use your ruler
so that all fingers are equal in size and proportion

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APPENDIX F SAMPLE WORKSHEETS PUBLISHED FOR IMPROVING LITERACY IN MTW

70

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(Geasley, 2007, pp. 11, 12, 18)

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